A.Neutral.

B.Critical.

C.Objective.

D.Compromising.

Ⅲ. Proofreading and Error Correction 10%

Directions: There is one passage in this part. The passage contains no more than TEN errors. Each indicated line contains a maximum of ONE error. In each case, only ONE word is involved. You should proofread the passage and correct it.

After Christmas, Marie got sick. She coughs and couldn�餿 speak.1.

After six weeks she felt worse, but she still couldn�餿 speak.2.

Marie�餾 parents brought her to hospital. Doctors at the hospital looked her over,3.

and then said, “We are sorry, but we can help her.” For 12 years4.

Marie didn�餿 speak. She grew up, got a job, and got married. But she never spoke.5.

A day, when Marie was 25 years old, she got a sore throat at work.6.

She began to cough. She coughed something small and black. What was it?7.

Marie didn�餿 know. She took it to the hospital. The doctor at the hospital said,8.

“This is a coin!” The doctor told him, “I think you can speak again.”9.

Marie went to a especial doctor, and soon she could talk.10.

Ⅳ. Translation 15%

Directions: Translate the following passage into Chinese.

I agree to some extent with my imaginary English reader. American literary historians are perhaps prone to view their own national scene too narrowly, mistaking prominence for uniqueness. They do over�瞤hrase their own literature, or certainly its minor figures. And Americans do swing from aggressive over phrase of their literature to an equally unfortunate, imitative deference. But then, the English themselves are somewhat insular in their literary appraisals. Moreover, in fields where they are not preeminent—e.g. in painting and music—they too alternate between boasting of native products and copying those of the Continent. How many English paintings try to look as though they were done in Paris; how many times have we read in articles that they really represent an “English tradition” after all.

Ⅴ.Writing 10%

Directions: Write a composition of 120~150 words about the ways to learn English well.

教育學、教育心理學部分

六、填空題(5小題，每小題1分，共5分)

1.課堂中某些占優(yōu)勢的態(tài)度與情感的綜合狀態(tài)稱之為。

2.學生群體對個體的活動是產(chǎn)生促進作用還是阻礙作用，取決于四個因素：、、、。

3.教師可以采用的行政救濟途徑主要有、。

4.我國現(xiàn)行的學校教育制度是、、、。

5.在一定的社會背景下發(fā)生的促使個體的社會化和社會的個性化的實踐活動即。

七、簡答題(共3小題，每小題4分，共12分)

1.評價教師課堂教學質(zhì)量的基本因素有哪些?

2.教學過程的基本特點有哪些?

3.某臺計算機的硬盤上存有以下文件：丁香花.mp3、index.htm、新課程.txt、成龍.doc、哭沙.rm、中國.bmp、五指山.jpeg、還原精靈.rar、飛翔.gif、dog.mpg、cxsj.html，請按不同類型分類：

圖形、圖像文件：

聲音文件：

文本文件：

網(wǎng)頁文件：

八、論述題(10分)

試述我國教育目的的基本精神，即我國教育目的包含哪幾個基本點。

【參考答案】

Ⅰ.Vocabulary and Grammar

1.D 【解析】本題考查情景對話，D選項的意思是“替我向他們問好”。

2.D 【解析】they指代的是cakes，蛋糕是被準備，故用被動語態(tài)。只有D項是被動語態(tài)，為最佳選項。

3.C 【解析】as a matter of fact意為“事實上”;as a whole意為“整體看來”;as a result意為“因此”;as a rule意為“通常，一般來說”。從題目中可看出，前后兩句話之間是因果關(guān)系，故選C。

4.A 【解析】give up意為“放棄”;fix up意為“修理，修補”;cheer up意為“(使)高興起來”;put up意為“舉起，抬高”。

5.D 【解析】略。

6.B 【解析】針對頻度副詞提問用how often。

7.B 【解析】在具體的某一天用on，morning前用in。

8.A 【解析】略。

9.D 【解析】write on paper在紙上寫字。

10.A 【解析】你想再吃一個三明治嗎?

11.C 【解析】since+過去時間點，用現(xiàn)在完成時，主語為each，故用第三人稱單數(shù)。

12.D 【解析】略。

13.C 【解析】had better do…最好做……;look after照顧;look up查找(查字典);look for尋找。

14.A 【解析】略。

15.A 【解析】略。

16.B 【解析】考查不定式作目的狀語。根據(jù)后句你需要付出你的一切和努力，前面應該是后句的目的，意思“為了去當冠軍”，選B。

17.C 【解析】本題考查倒裝，so…that…, such…that…的句子結(jié)構(gòu)中，若so, such 和與其所修飾的詞置于句首時要部分倒裝，又因sudden是形容詞，作表語，所以選C。